Thực trạng tích hợp bối cảnh sản xuất và kinh doanh địa phương trong dạy học các môn Khoa học tự nhiên của giáo viên trung học phổ thông tại một số khu vực

Tóm tắt

In the context of the 2018 General Education Program, which emphasizes competence development and linking knowledge to real-world practice, incorporating local production and business contexts can strengthen the connection between scientific knowledge and everyday life. This study investigated the current state of integrating such contexts into natural science instruction in high schools, as well as the barriers and variations based on region, subject, and teaching experience. A cross-sectional quantitative survey incorporating open-ended questions was conducted with 191 teachers using the SELCIS scale. The results indicate that the overall frequency of integration was "occasional" (Mean = 3.10); methods requiring fewer resources were implemented more frequently, whereas field trips were the least frequent. Barriers were perceived as having a significant impact (Mean = 3.52), particularly regarding funding, safety and legal liability, and time constraints. No statistically significant differences were found based on region or subject; however, teachers with over 20 years of experience demonstrated a higher frequency of integration than those with 5–20 years of experience, though the effect size was small. Therefore, alongside efforts to enhance teachers' professional competence, schools must prioritize securing favorable conditions for implementation - including funding, time, safety protocols, and coordination mechanisms with local production and business facilities.